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|a Reforming teaching and teacher education :
|b bright prospects for active schools /
|c edited by Eija Kimonen (University of Eastern Finland, Finland) and Raimo Nevalainen (University of Jyväskylä, Finland).
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|a Rotterdam :
|b Sense,
|c [2017]
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|c ©2017.
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|a 1 online resource (xiii, 268 pages) :
|b illustrations.
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|a Includes bibliographical references and index.
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|a Print version record.
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|t Preliminary Material /
|r Eija Kimonen and Raimo Nevalainen --
|t Transforming Teacher Education in the United States /
|r Susan K. Johnsen , Krystal K. Goree and Tracey N. Sulak --
|t The Seven Principles of Learner-Centered Professional Education Programs: /
|r Tracey N. Sulak , Rachel Renbarger , Robin D. Wilson and Rebecca J. Odajima --
|t Children Experiencing the Outdoors /
|r Sarah J. Carrier and Kathryn Stevenson --
|t Inquiry and Creativity Approaches in Early-Years Science Education /
|r Sari Havu-Nuutinen , Dan Sporea and Adelina Sporea --
|t Future-Oriented Reform of Craft Education /
|r Sinikka Pöllänen and Māra Urdziņa-Deruma --
|t Pedagogics in Home Economics Meet Everyday Life /
|r Anna-Liisa Elorinne , Noriko Arai and Minna Autio --
|t Drama Boreale - Perspectives on Drama Education in Finland and Norway /
|r Anna-Lena Østern , Tapio Toivanen and Tuija Leena Viirret --
|t Educational Change and School Culture /
|r Raimo Nevalainen , Eija Kimonen and Thomas L. Alsbury --
|t Active Learning for Educational Change /
|r Eija Kimonen , Raimo Nevalainen and La Tefy Schoen --
|t Empowering Teachers and Students for Active Schools /
|r Eija Kimonen , Congman Rao , Raimo Nevalainen and Xin Chen --
|t Contributors /
|r Eija Kimonen and Raimo Nevalainen --
|t Index /
|r Eija Kimonen and Raimo Nevalainen.
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| 520 |
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|a What are the prerequisites for reforming education, and how can these reforms be seen in school development and culture? How should teacher education support this reform process? What are the principles and practices underlying the functioning of the schools of tomorrow? These questions are examined in this unique volume. The authors in this book argue that the central function of teacher education and education in general is to respond to the challenges brought on by the twenty-first century. According to this approach, the competencies and skills needed in the future are not merely a new addition to school activities, but rather something requiring a comprehensive reform of school culture encompassing teacher education, curricula, and teaching methods. Such a fundamental process of change in the action and thinking models used by schools would be an effort to achieve a complete transformation, the result of which would be schools developing into organizations that are both creative and imbued with a strong sense of community. A central attribute is that the creation of new knowledge is not just restricted to the classroom but also takes place in out-of-school environments. This would link learning to its natural context, eventually leading to an ideal instruction that is actively problem oriented, holistic, and life centered. This reform-minded volume is divided into three parts. The first part focuses on the reform processes in teacher education, the second on the reforms of pedagogics at schools and teacher education institutions, and the third on the processes of reculturing schools. New prospects for active schools in the United States and Europe, as well as in Japan and China, are discussed.
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|a Teachers
|x Training of.
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|a Educational change.
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|a Enseignants
|x Formation.
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|a Enseignement
|x Réforme.
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|a EDUCATION
|x Essays.
|2 bisacsh.
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|a EDUCATION
|x Organizations & Institutions.
|2 bisacsh.
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|a EDUCATION
|x Reference.
|2 bisacsh.
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|a Educational change.
|2 fast.
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|x Training of.
|2 fast.
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|a Nevalainen, Raimo.
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